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Os Materiais Manipuláveis e a Tecnologia na Aprendizagem a Matemática
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| 2.29 MB | Adobe PDF |
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Abstract(s)
A evolução constante a que o mundo e a sociedade em geral estão sujeitos atualmente coloca-nos numa posição privilegiada na perspetiva do acesso a ferramentas que pretendem melhorar nosso dia a dia. A internet oferece-nos hoje, infinitas possibilidades para solucionar problemas do quotidiano, sugerindo diversas aplicações e softwares que tem como objetivo melhorar a nossa qualidade de vida e facilitá-la. Existem atualmente diversos recursos educativos digitais que oferecem potencialidades únicas, inovadoras e que se tornaram nos últimos anos, muito aliciantes aos jovens e crianças.
Assim, o trabalho que aqui se apresenta parte de uma reflexão de uma futura profissional de educação ao observar a pouca importância dada a este tipo de recursos e a intenção de investigar as suas potencialidades aliadas à aprendizagem da matemática. Neste sentido, sentiu-se a necessidade de delinear um conjunto de tarefas aliadas às tecnologias digitais que permitisse compreender o desenvolvimento dos conteúdos matemáticos trabalhados.
Este trabalho foi desenvolvido durante o período da prática pedagógica supervisionada, no contexto de uma turma do 1.º ano de escolaridade do 1.º ciclo do ensino básico. Para a concretização deste projeto realizou-se uma investigação-ação, do paradigma interpretativo. Os participantes neste estudo foram os alunos de uma turma de 1.º ano de escolaridade do 1.º ciclo do ensino básico, a professora/investigadora e o professor cooperante. Como instrumentos de recolha de dados foram utilizados a observação, diário de bordo, conversas informais, recolha documental e protocolos dos alunos.
No que respeita aos resultados, foi visível a motivação e empenho dos alunos ao longo das propostas de intervenção delineadas. O feedback dos alunos mostrou-se sempre muito positivo e considerou-se que houve evolução na autonomia na manipulação dos Recursos Educativos Digitais (RED), bem como permitiu o desenvolvimento de capacidades e competências matemáticas que influenciam o desempenho escolar.
The constant evolution that the world and society in general are subjected to nowadays puts us in a privileged position in terms of access to tools that intend to improve our daily lives. Today, the Internet offers us endless possibilities for solving everyday problems, suggesting various applications and software that aim to improve our quality of life and make it easier. There are currently several digital educational resources that offer unique and innovative potentials that have become very attractive to children and young people in recent years. Thus, the work presented here stems from a reflection of a future education professional when observing the little importance given to this type of resources and the intention to investigate their potentialities allied to of the mathematics learning. In this sense, we felt the need to design a set of tasks allied to digital technologies that would allow us to understand the development of the mathematical contents worked on. This work was developed during the supervised teaching practice period, in the context of a 1st grade class of the primary education. To carry out this project an action research of the interpretative paradigm was carried out. The participants in this study were the students of a 1st grade class of the primary education, the teacher/researcher and the cooperating teacher. Observation, teacher/researcher´s diary, informal conversations, documents, and students’ protocols were used as data collection instruments. With regard to the results, the motivation and commitment of the students throughout the outlined intervention proposals was visible. The students' feedback was always very positive and it was considered that there was an evolution in the autonomy in the manipulation of Digital Educational Resources (DES), as well as allowed the development of mathematical skills and competences that influence school performance.
The constant evolution that the world and society in general are subjected to nowadays puts us in a privileged position in terms of access to tools that intend to improve our daily lives. Today, the Internet offers us endless possibilities for solving everyday problems, suggesting various applications and software that aim to improve our quality of life and make it easier. There are currently several digital educational resources that offer unique and innovative potentials that have become very attractive to children and young people in recent years. Thus, the work presented here stems from a reflection of a future education professional when observing the little importance given to this type of resources and the intention to investigate their potentialities allied to of the mathematics learning. In this sense, we felt the need to design a set of tasks allied to digital technologies that would allow us to understand the development of the mathematical contents worked on. This work was developed during the supervised teaching practice period, in the context of a 1st grade class of the primary education. To carry out this project an action research of the interpretative paradigm was carried out. The participants in this study were the students of a 1st grade class of the primary education, the teacher/researcher and the cooperating teacher. Observation, teacher/researcher´s diary, informal conversations, documents, and students’ protocols were used as data collection instruments. With regard to the results, the motivation and commitment of the students throughout the outlined intervention proposals was visible. The students' feedback was always very positive and it was considered that there was an evolution in the autonomy in the manipulation of Digital Educational Resources (DES), as well as allowed the development of mathematical skills and competences that influence school performance.
Description
Keywords
1.º ciclo do ensino básico, matemática, recursos educativos digitais Primary education, mathematics, digital educational resources